Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do? 1. Interrupt and correct the mistake right away; 2. Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader; 3. Say nothing.
In today's world, there are several ways to connect with people and we should choose the best way that brings us an effective decision. Interrupting the lecture is of paramount importance to consider. A controversial question that is often raised regarding this issue is whether I correct the mistake in speech or not in the presence of the audience. Some people possess the conviction that the former could be more unpolite and rudeness whereas others hold exactly the opposite and allege that the latter is more fruitful. I personally, content that this issue is multifaceted. To substantiate my point of view, the following paragraphs represent a cursory glance at the most outstanding reasons.
The first reason coming to mind to elucidate my standpoint is interrupting and correcting the mistake right just before the lecture said is the wrong way. There are several factors and features that may cause the lecture explains a subject wrongly, like stress and tension in front of the audience or environmental interruption. Some of these features are not under control and the teachers cannot handle themes during the speech. Thus, I prefer to not say during the speech and after the end of it, I ask that subject again to correct the mistake. Consider my personal experience to make the point more clear. When I was a student I feard and shied to speak in front of other students, I got stressed and explained my presentation incorrectly, however, I practice all week before for that. After some practice, I had to control myself and now I can explain the subject without any problems.
The second rationale behind this opinion is rooted in the fact that interruption to correct the misunderstanding during the lecture cause to a stimulating situation that the lecturer feels that he or she cannot handle the meeting or class.
In brief, contemplating all the aforementioned reasons, I think, I choose the second option.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
- Do you agree or disagree with the following statement All university students should be required to take history courses no matter what their field of study is Use specific reasons and examples to support your answer 85
- Imagine that you are in a classroom or a meeting The teacher or the meeting leader says something incorrect In your opinion which of the following is the best thing to do 1 Interrupt and correct the mistake right away 2 Wait until the class or meeting is 76
- Workers are more satisfied when they have many different types of tasks to do during the workday than when they do similar tasks all day long Use specific reasons and examples to support your answer 76
- Teacher were more appreciated and valued by society in the past than they were nowadays Use specific reasons and examples to support your answer 76
- Leadership comes naturally one cannot learn to be a leader 66
Grammar and spelling errors:
Line 2, column 29, Rule ID: ADMIT_ENJOY_VB[1]
Message: This verb is used with the gerund form: 'mind elucidating'.
Suggestion: mind elucidating
...g reasons. The first reason coming to mind to elucidate my standpoint is interrupting and corre...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, however, if, may, regarding, second, so, thus, whereas, i think, in brief
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 37.0 43.0788530466 86% => OK
Preposition: 39.0 52.1666666667 75% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 1608.0 1977.66487455 81% => OK
No of words: 320.0 407.700716846 78% => More content wanted.
Chars per words: 5.025 4.8611393121 103% => OK
Fourth root words length: 4.22948505376 4.48103885553 94% => OK
Word Length SD: 2.89071114736 2.67179642975 108% => OK
Unique words: 181.0 212.727598566 85% => More unique words wanted.
Unique words percentage: 0.565625 0.524837075471 108% => OK
syllable_count: 496.8 618.680645161 80% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 49.7431625676 48.9658058833 102% => OK
Chars per sentence: 107.2 100.406767564 107% => OK
Words per sentence: 21.3333333333 20.6045352989 104% => OK
Discourse Markers: 5.33333333333 5.45110844103 98% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.112754476092 0.236089414692 48% => OK
Sentence topic coherence: 0.0309760546864 0.076458572812 41% => OK
Sentence topic coherence SD: 0.0413580684065 0.0737576698707 56% => OK
Paragraph topic coherence: 0.0640799087407 0.150856017488 42% => OK
Paragraph topic coherence SD: 0.0531061389993 0.0645574589148 82% => OK
Essay readability:
automated_readability_index: 12.9 11.7677419355 110% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.89 10.9000537634 109% => OK
dale_chall_readability_score: 8.53 8.01818996416 106% => OK
difficult_words: 78.0 86.8835125448 90% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.